Embedding motivation in the self-directedness of first-year teacher students

Abstract

This article investigated the relation between learning motivation and self-directedness in learning of first-year teacher students. Self-directed learning is characterized as one of the fastest growing areas of research in the past forty years. Self-directed learning can be regarded as an essential skill in the 21st century and it implies that the acquisition of school subject knowledge alone is not sufficient; skills such as critical thinking, resource identification and responsibility to learn should be emphasised. Furthermore, a student with a high level of self-directedness in learning can set educational objectives and also reach these objectives as well as successfully avail themselves of opportunities beyond the boundaries of formal education, which can accordingly lead to career success and economic growth. Although the value of self-directed learning can be overstated, students find it difficult to keep up with the academic pace due to the leap from secondary to tertiary education. It turns out that first-year students qualify on paper for university admission, but in fact they cannot acquire the necessary academic skills (including self-directed learning). Despite the lack of self-directed learning activities in secondary education De Lange et al. (2010) mention several factors that can affect teaching and learning (as well as self-directed learning) of a student, namely a lack of motivation. From the above statement it is evident that a lack of motivation may have an effect on a student's self-directedness in learning. Learning motivation is the driving force behind the implementation of self-directed learning activities although learning motivation is characterized as one of the most popular research dimensions in the area of self-directed learning.In an attempt to explain the above context and interpret this study, an interpretivistic qualitative research design was followed. The main research findings of this article included that learning motivation is the driving force behind self-directed learning, and therefore it enables students to

Towards a transformative and holistic continuing self-directed learning theory

“…In literature it has been debated that students' selfdirection in learning is a result of the interaction among and interrelatedness of students' personal characteristics and the learning environment (Brockett 1994;Candy 1991;Guglielmino 2008;Knowles, Holton III and Swanson 2015). Yet a number of other 55 authors in SDL all are of opinion that students' self-direction in learning relates to their intrinsic motivation (Brookfield 1993;Du Toit-Brits and Van Zyl 2017;Garrison 1997;Pappas 2013;Rager 2004) and teachers' facilitation strategies (Andruske 2009;Du Toit-Brits 2015;Grow 1991). These aspects are consistent with those contained in the model presented.…”

Exploring the importance of a sense of belonging for a sense of ownership in learning

“…And in addition, I am proposing that self-actualised learners can develop into self-directed motivated learners, willing and capable of taking ownership and responsibility of their learning, thus being a self-directed learner who has a strong sense of belonging in a schools' learning environment. Several researchers (Creemers and Kyriakides 2008;Du Toit-Brits 2015;2018a;Du Toit-Brits and Van Zyl 2017;Eccles and Roeser 2009) support the argument mentioned.…”

The effectiveness of media on distance learning based on Merrill's Taxonomy and CASR 147

“…media, home environment, etc. From the side of the teacher/lecturer, there must also be enough ammunition to be able to inspire because the task of the teacher/lecturer is to facilitate students' independent learning (Aston et al, 2000;Bank & Bank, 2014;du Toit-Brits & van Zyl, 2017;Rahmawan, 2020). Facilitating means providing facilities (a good learning environment) so that it is sufficient to be able to transfer knowledge.…”